Using films and videos in foreign language lessons

Eve Unt Maive Salakka 2014

Why use films?

 Motivating and creates interest  Authentic and varied language  Communicating cultural values  Bring the outside world into the classroom  Extends the learning beyond the textbook  Meets needs of different learning styles  Brings variety into classrooms  etc

Techniques for using films

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Silent viewing (vision on/sound off)

 Highlighting the visual content  Stimulating student language  Stimulating fantasy, (soundtrack) TASK EXAMPLES: * short scenes shown, students guess the actual text * longer scenes shown, guessing the gist of the conversation, general situation * producing oral or written commentary on what they see: https://www.youtube.com/watch?v=YR5ApYxkU-U (0:25) * short scenes for writing screenplays

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Sound on/vision off (sound only)

 Attention to what can be heard on the soundtrack (dialogue, sound effects, music)  Make predictions about setting, the situation, the characters TASK EXAMPLES: * Draw a picture, series of pictures of what could be * Students respond to a series of questions (e.g. Where are the people? How many people? What are they doing? ) * Producing oral or written commentary on what they hear * Drawing a list of things/people/actions/etc students expect to see on the screen

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Pause/still/freeze-frame control

 Interrupt the action at selected points TASK EXAMPLES: * Pause at the beginning of each dialogue, students predict the line they will hear *Pause at strategic points in action, students describe what has happened or make predictions of what will happen e. g. Tom Brown’s Schooldays https://www.youtube.com/watch?v=s1MK7YEP-kY (48: 25 – 51:39) * Pause at points where actors use meaningful gestures/facial expressions, students suggest thoughts and feelings.

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Normal viewing (sound and video on)

 Tune in (students gradually guided and involved in the plot, characters, the setting of the film) TASK EXAMPLES: prediction-based activities, brainstorming, speculation patterns with the aid of visual aids (pictures, vocabulary banks with words and expressions from the story) ; questions related to the topic  While watching ( Students exposed to a variety of activities ) TASK EXAMPLES: problem solving, filling blanks, multiple matching, ordering events, true and false or comprehension questions, a list of items to look out for during the movie  After watching TASK EXAMPLES: role-play of the best parts, group debates based on the moral of the plot.

written homework assignment (describe the favourite character, writing a film review , an article); a worksheet for students to fill out after watching the movie

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Split viewing

 Some students “viewers” (see the video, no sound) others “listeners” (hear the soundtrack, no video)  Information gap task (describing the information seen/heard)  Constructing together the whole sequence from the elements they have seen/heard  Asking questions about the scene to reconstruct it

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Jumbled sequence

 Dividing a sequence into sections, playing them out of order  Stimulates discussion, focuses students on editing techniques and actual storyline TASK EXAMPLES: *Show the beginning and end of a sequence, guessing what happened in the middle * Showing a number of sequences out of a programme order, ordering them * Mixed up films

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3 keys to the successful use of films:

 Film selection  Short film clips more useful than longer  Film clip played at least 3 times (general comprehension, more detailed study, discussion); depends on the activities, language level  Activity choice  Adaption to the level of students  Implementation  Preparation of activities

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Youtube

Different sources of videos/films

Busy Teacher

 http://busyteacher.org/14023-ted-talk-try-something-new-for-30-days.html

Movie Segments to Assess Grammar Goals

 http://moviesegmentstoassessgrammargoals.blogspot.com/

Movie Worksheet database

 http://moviesheets.com/ TEDx Talks https://www.ted.com

 local speakers presenting to local audiences about everything from politics to pollination. Hosts all of their talks for the world to enjoy, explore, and use.  Jamie Oliver http://www.ted.com/talks/jamie_oliver (12.10 - 13:59)  TED-Ed Videos https://www.ted.com/watch/ted-ed

Bibliography

      Stempleski, S. and Tomalin, B. 2001. Film. Oxford: Oxford University Press.

Kelly, M. Pros and Cons of Using Movies in Class Available at: http://712educators.about.com/od/curriculumandlessonplans/a/Pros-And-Cons-Of Using-Movies-In-Class.htm Accessed Oct 14. 2014 Making the Most Out of Movies in the Classroom. Available at: http://www.teachhub.com/making-most-out-movies-classroom. Accessed Oct 15, 2014 Mari, A.M. Movies in the English classroom. Available at: http://www.teachingenglish.org.uk/article/movies-english-classroom. Accessed Oct 15, 2014. Louw, S. Using movies in the classroom . Available at: http://www.teflasia.com/teacher talk/using-movies-in-the-classroom/ Accessed Oct 14, 2014 Prata, V. English on the screen: using movies in the classroom. Available at: http://www.eltcommunity.com/elt/groups/video/blog/2010/05/10/movies-in-the classroom. Accessed Oct 14, 2014.